Name the text structure of a heard passage
When to use this goal
For students learning to retell informational text who first need to recognize how a passage is organized. Naming the structure (sequence, description, compare and contrast, cause and effect, problem and solution) tells them which organizer and signal words to use. Base the choice on structure-identification probes.
- Baseline
- Present 10 paragraphs, two of each structure, and score the structure named and the clue given. Note which structures are confused; compare and contrast and cause and effect are often mixed up.
- Tips
- Score correct when the structure and the clue both fit. Some paragraphs mix structures; accept a defensible answer with evidence. Move to retelling with the structure (sl-nar-026) once identification is steady.
- Limits
- Identifying structure is a step toward organized retell, not the end goal. Short paragraphs are cleaner than real texts.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-nar-039.
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Goal
By the annual IEP review date, after listening to 10 short informational paragraphs, each organized by one structure, the student will name the paragraph's structure and give one signal word or clue that shows it independently with at least 80% accuracy on text structure identifications with a clue, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 30% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives percent accuracy data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Narrative Language & Retelling.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Speech & Language - Narrative Language & Retelling
- Baseline
- 30% accuracy.
- Annual goal425 characters
- By the annual IEP review date, after listening to 10 short informational paragraphs, each organized by one structure, the student will name the paragraph's structure and give one signal word or clue that shows it independently with at least 80% accuracy on text structure identifications with a clue, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- After listening to 10 short informational paragraphs, each organized by one structure
- Behavior
- The student will name the paragraph's structure and give one signal word or clue that shows it independently
- Criteria
- With at least 80% accuracy on text structure identifications with a clue, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on text structure identifications with a clue
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after listening to 10 short informational paragraphs, each organized by one structure, the student will name the paragraph's structure and give one signal word or clue that shows it independently with at least 80% accuracy on text structure identifications with a clue, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.